Professional Blogg Reflective Synopsis

E Learning. What a great name, and to think it has nothing to do with E’s. So where does it come from and where is it leading us? Lets press the START button and see where it takes us. Derek Stockley defined E learning as “The delivery of a learning, training or education program by electronic means. E-learning involves the use of a computer or electronic device (e.g. a mobile phone) in some way to provide training, educational or learning material” (Stockley 2003). This then covers a massive amount of electronic or digital devices that are being used by everyone in our community. Is it the case then these types of technologies are boundless, or do they have some limitations surrounding the mystic.

When the term E learning is used, one would immediately assume that a computer of some sort would be involved. With the invention of many new devices and technologies, electronic devices have become smaller, more powerful and more accessible by the majority. Therefore we are now not just talking about computers but phones, ipods, personal data devices, ipads, e readers, watches and the list goes on. The problems with the various devices is that they usually do one particular thing well and lack in other areas. As you become more proficient with the devices it seems a natural progression to move to a more challenging device with more features and power. The Australian Communications and Media Authority (ACMA) has studied this phenomenon in children from three years to seventeen years and has discovered a trend that television usage is about the same throughout the years however the use of computers rises rabidly to nearly match that of television in the later years (ACMA 2009).

It would appear that the use of these technologies have become a major part of children’s lives and the use of Information Communication Technologies (ICT) as a learning tool needs to be pedagogically sound.Therefore the use of learning frameworks need to be explored to ensure the learning of students is catered for in this environment. Frameworks such as Dimensions of learning (DOL), Productive Pedagogies or Blooms Taxonomy can all be used as equally as well (Marzano & Pickering 1997) (Department of Education and Training (DET) 2010) (Bloom 1974). The range of strategies are vast and varied and will differ between the types of E learning experiences.

Blogs
Blogging can be a vary viable and usefull learning tool when it comes to journaling experiences. A students task may take several weeks of even months with a vast array of information to be collated. By blogging the information the project can be tracked and retrieved easily. The information can be easily analysed and evaluated for outcomes or improved by synthesis (Bloom 1974).

Concept maps / Mind maps
Concept maps are a creative way to display and map your thoughts or memories allowing you to create a map in the same way your brain naturally organises itself (Buzan 2005). It is a great way to put your thoughts down and expand on them into different areas you may need to cover. There are several E tools you can use for example http://www.bubbl.us/ , http://www.text2mindmap.com/ and Buzan mind maps http://www.thinkbuzan.com/uk/home. These are great tools to use for brainstorming concepts or projects works. (Frangenheim 2007).

Wiki
Wiki or wikispaces is a great tool for colaborative learning as it invites participants to equally upload information to a jointly formed document (Snowman 2009). The ability to work together on the assignment and have equal say gives each student self belief and self ownership of the product. In this case the Wiki is then generally used for knowledge driven projects that allow for the collaborative efforts of a number of authors (Snowman 2009).

Weebly Website
The Weebly website builder being a free online tool is great for students to have the ability to published online that they can immediately see and share with other students. The use of simple text and limited html coding allows these small steps to be taken by younger students. However I found it to be a bit limiting in the fact the items have set sizes and values which were not easily changed. More advanced students in web building may also find it limiting however it is a free tool and anyone can access it.

Power point / Prezi

These two presentation pieces of software permit slide shows to be produced in various forms which allows for some creativity by the author. Slides can be made and presented to follow the learning outcomes of a session or lesson and can be used informatively. There is sufficient freedom to use photos, drawings, colours, shapes and text to enhance these slides. The slides can be further converted into movie files and backed with a soundtrack in movie maker to produce small movies to be uploaded to web sites you tube or other networking sites. The overuse of this presentation medium can become repetitive and boring if the same captive audience is subjected to them time after time.

Learning Management Systems. Moodle / Blackboard

Systems like moodle and blackboard are set in place to give an organised or step by step approach to the learning experience. This approach still needs the scaffolding and guidance of the teacher to support this learning process (Delgarno 2001). Working through the CQU moodle site does in fact scaffold the learning experience, however it can add to confusion for some learners of the sequence is not followed. This is where as stated by Delgarno, you still need the input of the teacher to guide you through the process and keep you on task.

Images / editing re-sizing.

A picture paints a thousand words is what mostly comes to mind when images are being chosen for a specific purpose. In early schooling years children are encouraged to produce images as a part of their learning (Kress & Van Leeuwen 2006). Therefore the use of images is a very powerful descriptive tool to use in the digital environment. The ability to manipulate the images becomes crucial to achieving these goals. Most programs like Word, Excel, Power point allow you to edit these images within their own environment. However sometimes you may need a more powerful program which is directly image based to reduce the physical of the image without compromising on the quality of the image. These programs can be expensive but do give beneficial results. Be mindful of copyright issues with images as this could be the downfall of your project.

Videos / Moviemaker / Animations.

Movies ! Who doesn’t like movies. Whether they are factual or take you to a magical place, they can be a direct link to someone’s imagination. The use of movies or movie making for students allows them to express themselves in a way they would not be inclined to do so in front of a live audience. It further allows them to use tools of animation and editing to show points of view from different angles. Used in conjunction with power point, images and audio it can evolve into a fantastic learning experience.

Google.

Where was the world before Google? Google the search engine has become one of the most used tool today on the internet. It has many functions that allow students to look and find anything they can think of. The use of google maps and the ability to use the map to link photos to them for projects, highlights another creative way for students to use this medium. A caution for young players though. Everything you find by using google or a multitude of other search engines out there, may not be the most accurate or truthful information there is to find. Students need to check these sources for accuracy before using them. Remember It is not the search engine that has given you the wrong information it is you that has excepted it as the truth.

ICT and ME.

The use of ICT’s in Manual Arts may prove to be a little challenge. However with a little ingenuity most of the ICT’s could be woven into the concepts. In the case of graphics schools have moved to the digital world of graphics with the use of such programs as Autocad, Solid Edge, Solid Works, Archicad to name a few. These all need and use digital technology as a platform for learning. Major projects could be split up amongst groups with each person given a piece of the puzzle to complete. They could then use tools such as blogs to journal their projects or wiki’s to share information between the group as the project progresses. The further use of searching might bring valid information into the group and enhance the learning. These projects once completed can be prepared as a set of working drawings and then taken into the workshop environment for production.

Conclusion.

It appears the use of ICT’s in today’s educational environments has become a highly recommended and useful tool. Most children are now digitally native and have been exposed to this medium from a very young age (Snowman 2009). Therefore it may be the case that the best resource for teachers to use in the ICT arena, may be right in front of them, The students. This is something teachers should consider and not be hesitent or frightened to use these tools. Many of the tools may not fit your teaching or your students learning styles. This doesn’t mean they should be discarded but kept aside as a resource to draw from. In this world of digital technology, maybe as a teacher you need to extend yourself to extend your students.

References.

Australian Communications and Media Authority, (ACMA), (2009). Use of electronic media and communications: early childhood to teenage years. Retrieved 27/08/2010 from http://www.acma.gov.au/webwr/_assets/main/lib310665/use_of_electronic_media_&_comms-early_childhood_to_teenage_years.pdf.

Bloom, B. (1974). Taxonomy of Educational Objectives. New York: Mckay.

Buzan, T. (2005). The ultimate book of mind maps. Hammersmith, England: Thornsons.

Delgarno, B. (2001). Interpretations of constructivism and consequences for computer assisted learning. British Journal of Educational Technology, 32(2), 183-194.

Department of Education and Training, (DET), (2010). Productive pedagogies. Retrieved 27/08/2010 from http://education.qld.gov.au/public_media/reports/curriculum-framework/productive-pedagogies/html/manual.html.

Frangenheim, E. (2007). Reflections on classroom thinking strategies. Loganholme Queensland, Australia: Rodin Educational Publishing.

Kress, G., Van Leeuwen, T., (2006). (2nd Ed). Reading images: the grammar of visual design. New York, NY. Routledge.

Marzano, R.J. Pickering, D. Arredondo, D.E. Blackburn, G.J. Brandt, R.S. Moffett, C.A. Paynter, D.E. Pollock, J.E. Whisler, J.S. (1997). Dimensions of Learning. Aurora: McREL (Mid-continent Regional Education Laboratory).

Snowman, J., Dobozy,E., Scevak, J.,Bryer, F., & Bartlett, B. (2009). Psychology applied to teaching. Milton, QLD: John Wiley & Sons Australia.

Stockley, D., (2003). E-learning: Definition and Explanation E learning, Online Training, Online Learning. Retrieved 27/08/2010 from http://derekstockley.com.au/elearning-definition.html.

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My comments

Digital Pedagogies & Power point

The use of digital pedagogies to extend and enhace learning is now becoming as natural as pen to paper. The choice of not using these tools in our digital age can only restrict the learning of our students. As students are now more and more influenced by the global world at their finger tips, the ability to weave this into their everyday learning can only enhance their skills. As our world and work force is so digitally engrained, pedagogies must be adapted and encouraged in this area. The many types of ICT used from simple word processing, to detailed story telling, using tools like Power Point and then transformation into digital movies. This allow students to explore the medias at the same time as presenting the information in a unique way that further displays their own individual creativity. The ability and freedom for students to use their own story telling ideas allows ownership of their learning and can explore new and fantasticly fresh ideas. These ideas can be used to enhance thier own and others learning experiences.

Ethicality

It is not only apparent but clearly a responsibility as a educator of students we must model the most ethical and responsible behaviours in the use of information technology. Not only is there responsibilities when it comes to the more legal side of the coin for example, copyright issues, illegal downloads of music and videos etc. There are social and moral responsibilities to consider. It has become apparent that the use of digital media's for the purpose of bullying and to anonymously make random and hurtful comments to the other members of our virtual community are becoming more and more frequent. Under the haze of a virtual account individuals seem to be able to make these comments without the face to face confrontations and from behind the protective screen of their PC. These interactions are probably more damaging with the facelessness of the perpetrator. Has our ability to connect so easily and input ourselves into others lives crossed the line without the responsibilities of normal social conventions. These maybe are the things we need to guide our students through and assist them to make appropriate and informed choices for their safety.

Mind Map

Here is my mind map. After viewing the video and studing the book, The ultimate book of mind maps by Tony Buzan. I decided to draw my own using colours and lines that are not straight to draw your eyes to various sections of the map. The colours help move your eyes to the different parts of the map and classify it componets.